Moral character: What it is and what it does

Hiding in plain view: An historical perspective on the study of morality in personality psychology

OBJECTIVE

We aim to identify the major ideas and trends in the study of morality within personality psychology over the past 100 years.

METHOD

Our historical review is organized into three sections, examining moral dimensions in personality from the standpoints of the person as (1) a social actor (moral traits), (2) a motivated agent (the mental infrastructure of morality), and (3) an autobiographical author (moral life stories).

RESULTS

Within the field of personality psychology, a great deal of research into morality has been hiding for decades in plain view. Accordingly, we trace the history of research on socialization and instrumental competence, altruism, moral traits and virtues, the dimensions of morality inherent in the authoritarian personality, personal values, moral reasoning, moral intuitions, and the life stories constructed by people who have distinguished themselves for moral excellence, as evidenced in extraordinary bravery, compassion, or generativity.

CONCLUSIONS

In a multitude of ways, human beings express and experience individual differences in their moral engagement of the world, all of which fall within the purview of personality psychology.

Moral beacons: Understanding moral character and moral influence

OBJECTIVE

We introduce the concept of moral beacons-individuals who are higher in moral character than their peers and prominent within their social environment-and examine the degree to which moral beacons increase the moral awareness of their peers.

BACKGROUND

Using data from cohorts of students in graduate business education across two universities, we applied theory and methods from organizational behavior, personality psychology, and social networks analysis to test two research questions about moral beacons.

METHOD

We used latent profile analysis of data from personality questionnaires and social network surveys completed by graduate business students at two universities (N = 502) to identify individuals classified as moral beacons. We used peer nominations and an in-class business case discussion exercise to assess moral influence.

RESULTS

Latent profile analysis identified a latent class of moral beacons in our sample. These individuals received more nominations from their peers in end-of-class surveys as guides for moral thought and action and positively impacted the moral awareness of their peers in a discussion of a difficult business case about possible lead poisoning of employees, but did not significantly change their counterparts' moral awareness in a different case.

CONCLUSIONS

These results provide promising initial evidence that moral beacons can be distinguished from their peers by both moral character and social prominence and can act as guides for others, at times encouraging greater consideration of the moral aspects of situations and decisions. As these results are the first of their kind, we encourage further replication and investigations of moral beacons and moral influence in other settings.

Defining sports moral character and clarifying its related concepts

This study examines the concept of sports moral character and clarifies the differences between it and related moral concepts in sports. The research is conceptual and uses the methods of a literature review and logical analysis. Sports moral character is shown to have the characteristics of practicality, growth, and integration. It is a stable moral quality that is gradually formed and displayed in sports practice under the influence of family, school, and social environments. Sports moral character differs in some ways from other related concepts. Sports morality is the objective existence of "reason," to which sports character and sportsmanship are both more applicable than is sports moral character.

The Multidimensional Taxonomy of Individual Resilience

Theoretical work in resilience has continuously evolved to inform and respond to advances in empirical work. In order to further scientific inquiry, it must continue to do so. This narrative overview of the field of resilience science focuses on contemporary challenges confronted by theoretical models of individual resilience and proposes a taxonomic structure for resilience-the multidimensional taxonomy of individual resilience (MTIR). The goal of the MTIR is to articulate a systematic framework within which extant theoretical and empirical work can be nested. Consistent with existing work, the MTIR organizes resilience into two primary branches-manifested resilience and generative resilience. These two components are then organized into subdomains that demonstrate evidence of conceptual distinctiveness. The specification of the subdomains in the MTIR draws support from a diverse body of work on resilience across disciplines and in multiple global contexts. The MTIR makes several critical advances, including expanding and refining the definitions and components of resilience in psychology, providing a clearer framework for conceptualizing mixed profiles of resilience, and tempering assumptions regarding the relational dependencies across domains of resilience. Finally, the utility of the MTIR in organizing research in resilience and advancing theory-testing and development is discussed.

Does moral commitment predict resistance to corruption? experimental evidence from a bribery game

Corruption is ubiquitous in practice and has severe negative consequences for organizations and societies at large. Drawing on a laboratory experiment, we propose that individuals high in moral commitment are less likely to engage in corrupt behaviors and prefer foregoing financial benefits. Specifically, we posit that individuals refrain from corruption (i) the more they endorse integrity (incorruptibility) as a protected value and (ii) the higher their level of Honesty-Humility. The results of a two-step experiment largely support our expectations: people who treat compromises to integrity as unacceptable were less willing to accept bribes, and Honesty-Humility decreased bribe-giving. The findings are robust to demographic variables (e.g., age, gender, cultural background) and additional personal characteristics (e.g., risk tolerance, dispositional greed) and have important implications for ongoing theory-building efforts and business practice.

From Supporting Moral Competence to Fostering Spiritual Growth: The Psycho-Didactic Potential of the Konstanz Method of Dilemma Discussion (KMDD®)

This paper aimed to introduce the Konstanz Method of Dilemma Discussion KMDD® as one of the most effective methods that are designed to foster moral competence and, therefore, to promote tolerance and equality, regardless of cultural background, religion, or views. It is mainly used within the educational context, but it can be also implemented in different environments and conditions. The Konstanz Method of Dilemma Discussion should also be considered as the representative of a psycho-didactic approach to education. There is a possibility of assessing KMDD®’s effectiveness with the Moral Competence Test (MCT®), as well as comparing its significance with other methods that are not only based on the discussions of moral and spiritual dilemmas. Therefore, dilemma discussions would seem to be the best framework for practicing not only social skills and a democratic attitude but also positive mental health and psychological stability by providing a background for personal moral and spiritual growth.

Selection effects on dishonest behavior

In many situations people behave ethically, while elsewhere dishonesty reigns. Studies of the determinants of unethical behavior often use random assignment of participants in various conditions to identify contextual or psychological factors influencing dishonesty. However, in many real-world contexts, people deliberately choose or avoid specific environments. In three experiments (total N = 2,124) enabling self-selection of participants in two similar tasks, one of which allowed for cheating, we found that participants who chose the task where they could lie for financial gain reported a higher number of correct predictions than those who were assigned it at random. Introduction of financial costs for entering the cheating-allowing task led to a decrease in interest in the task; however, it also led to more intense cheating. An intervention aimed to discourage participants from choosing the cheating-enabling environment based on social norm information did not have the expected effect; on the contrary, it backfired. In summary, the results suggest that people low in moral character are likely to eventually dominate cheating-enabling environments, where they then cheat extensively. Interventions trying to limit the preference of this environment may not have the expected effect as they could lead to the selection of the worst fraudsters.

Stage 2 Registered Report: How subtle linguistic cues prevent unethical behaviors

Background: Differences in descriptions can influence people's evaluations and behaviors. A previous study by Bryan and colleagues suggested that subtle linguistic differences in ethical reminders can differentially prevent readers' unethical behavior. The present study tried to replicate the previous finding in the Japanese context (Experiment 1); additionally, we explored the influence of unfamiliar Japanese instruction words that captured participants' attention (Experiment 2). Methods: In two online experiments, participants were asked to make 10 coin-tosses and report the number of "heads" results, which would indicate the amount of money that they could earn. In Experiment 1, we analyzed the difference in the number of "heads" results as reported by 768 participants under three conditions with different instructions ("Don't cheat" vs. "Don't be a cheater" vs. baseline as a control). In Experiment 2, we conducted an extended experiment with an additional task in which more attention was directed toward the text. Results: In Experiment 1, we successfully replicated the results of the original experiment. The results of Experiment 2 showed no evidence that the results in Experiment 1 were influenced by attentional factors. Conclusions: In conclusion, the results of the present study supported the hypothesis that self-identity-related words of moral reminder curb unethical behaviors more effectively. Stage 1 report: https://doi.org/10.12688/f1000research.20183.4.

Stage 2 Registered Report: How subtle linguistic cues prevent unethical behaviors

Background: Differences in descriptions can influence people's evaluations and behaviors. A previous study by Bryan and colleagues suggested that subtle linguistic differences in ethical reminders can differentially prevent readers' unethical behavior. The present study tried to replicate the previous finding in the Japanese context (Experiment 1); additionally, we explored the influence of unfamiliar Japanese instruction words that captured participants' attention (Experiment 2). Methods: In two online experiments, participants were asked to make 10 coin-tosses and report the number of "heads" results, which would indicate the amount of money that they could earn. In Experiment 1, we analyzed the difference in the number of "heads" results as reported by 768 participants under three conditions with different instructions ("Don't cheat" vs. "Don't be a cheater" vs. baseline as a control). In Experiment 2, we conducted an extended experiment with an additional task in which more attention was directed toward the text. Results: In Experiment 1, we successfully replicated the results of the original experiment. The results of Experiment 2 showed no evidence that the results in Experiment 1 were influenced by attentional factors. Conclusions: In conclusion, the results of the present study supported the hypothesis that self-identity-related words of moral reminder curb unethical behaviors more effectively. Stage 1 report: https://doi.org/10.12688/f1000research.20183.4.

Stage 1 Registered Report: How subtle linguistic cues prevent unethical behaviors

Different ways of description can easily influence people's evaluations and behaviors. A previous study by Bryan and colleagues suggested that subtle linguistic differences in ethical reminders can differentially prevent readers' unethical behavior. The present study aims to replicate the previous finding in the Japanese context, additionally exploring the influence of unfamiliar instruction words that capture participants' attention. In two experiments, which are planned to be conducted online, participants are asked to make 10 coin-tosses and report the number of "heads" results, indicating the amount of money that they can earn. We will manipulate instructions ("Don't cheat" vs. "Don't be a cheater" vs. no instruction as a control) for each participant group, including nearly 270 participants (Experiment 1). Next, we will conduct an extended experiment with an additional task in which more attention is directed toward the text (Experiment 2). Through these registered experiments, we examine the credibility of the previous finding that type of instruction affects the occurrence of unethical behaviors.

Stage 1 Registered Report: How subtle linguistic cues prevent unethical behaviors

Different ways of description can easily influence people's evaluation and behaviors. A previous study suggested that subtle linguistic differences in ethical reminder instructions can cause differences in preventing readers' unethical behavior. The present study aims to replicate the previous finding by Bryan and his colleagues (2013) in the Japanese context, additionally exploring the influence of unfamiliar instructions that capture participants' attention. In two experiments, which are planned to be conducted online, participants are asked to make 10 coin-tosses and report the number of "heads," indicating the amount of money that could be earned. We will manipulate instructions ("Don't cheat" vs. "Don't be a cheater" vs. no instruction as a control) for each participant group including nearly 270 participants (Experiment 1). Next, we will conduct an extended experiment with an additional task in which more attention is directed toward the text (Experiment 2). Through these registered experiments, we examine the credibility of the previous finding that type of instruction affects the occurrence of unethical behaviors.

Stage 1 Registered Report: How subtle linguistic cues prevent unethical behaviors

Different ways of description can easily influence people's evaluations and behaviors. A previous study by Bryan and colleagues suggested that subtle linguistic differences in ethical reminders can differentially prevent readers' unethical behavior. The present study aims to replicate the previous finding in the Japanese context, additionally exploring the influence of unfamiliar instruction words that capture participants' attention. In two experiments, which are planned to be conducted online, participants are asked to make 10 coin-tosses and report the number of "heads" results, indicating the amount of money that they can earn. We will manipulate instructions ("Don't cheat" vs. "Don't be a cheater" vs. baseline as a control) for each participant group, including nearly 270 participants (Experiment 1). Next, we will conduct an extended experiment with an additional task in which more attention is directed toward the text (Experiment 2). Through these registered experiments, we examine the credibility of the previous finding that type of instruction affects the occurrence of unethical behaviors.

Stage 1 Registered Report: How subtle linguistic cues prevent unethical behaviors

Different ways of description can easily influence people's evaluations and behaviors. A previous study by Bryan and colleagues suggested that subtle linguistic differences in ethical reminders can differentially prevent readers' unethical behavior. The present study aims to replicate the previous finding in the Japanese context, additionally exploring the influence of unfamiliar instruction words that capture participants' attention. In two experiments, which are planned to be conducted online, participants are asked to make 10 coin-tosses and report the number of "heads" results, indicating the amount of money that they can earn. We will manipulate instructions ("Don't cheat" vs. "Don't be a cheater" vs. baseline as a control) for each participant group, including nearly 270 participants (Experiment 1). Next, we will conduct an extended experiment with an additional task in which more attention is directed toward the text (Experiment 2). Through these registered experiments, we examine the credibility of the previous finding that type of instruction affects the occurrence of unethical behaviors.

Beyond Dominance and Competence: A Moral Virtue Theory of Status Attainment

Recognition has grown that moral behavior (e.g., generosity) plays a role in status attainment, yet it remains unclear how, why, and when demonstrating moral characteristics enhances status. Drawing on philosophy, anthropology, psychology, and organizational behavior, I critically review a third route to attaining status: virtue, and propose a moral virtue theory of status attainment to provide a generalized account of the role of morality in status attainment. The moral virtue theory posits that acts of virtue elicit feelings of warmth and admiration (for virtue), and willing deference, toward the virtuous actor. I further consider how the scope and priority of moralities and virtues endorsed by a moral community are bound by culture and social class to affect which moral characteristics enhance status. I end by outlining an agenda for future research into the role of virtue in status attainment.

Individual Differences in Negotiation

The commonsense notion that personal characteristics influence how effectively we negotiate has presented researchers with a mystery: Throughout the decades, scholars have concluded that there are few reliable findings to support it. In this article, I review existing research as well as new research in which my colleagues and I join a growing minority revisiting this nearly abandoned topic. The categories of individual differences previously studied include background characteristics, abilities, personality traits, motivations, and expectations and beliefs. Reviewing this work presents an optimistic conclusion: The strongest and most reliable predictors of negotiation performance are also the most open to personal change. Namely, positive expectations and comfort with negotiation consistently predict better performance. Another consistent finding is that abilities such as cognitive intelligence and creativity help for win-win agreements. Results suggest promise for a topic that is important to researchers, educators, organizations, and the public alike.